Variability of Teachers’ Technology Integration in the Classroom: A Matter of Utility!

Technology integration in the classroom is seen as a crucial factor to enhance teaching and learning processes. Whether and how technology affects student learning, depends on how teachers integrate technology into their classroom practice. To investigate technology integration, we used an experience sampling method with in-service teachers (N = 18). Over a period of six weeks, we assessed teachers’ technology integration and technology-related motivation. By using a mixed-method approach, we found considerable variability of teacher motivation, frequency, and quality of technology integration across lessons. The variability could be explained by teachers’ technology-related utility beliefs and specific factors within the different instructional contexts. The findings highlight the importance of teachers’ utility and contextual aspects in their technology integration.